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Discusses the ruling in "Hopwood v. State of Texas" that bans the use of race as a major determinate in college admission in Louisiana, Mississippi, and Texas, and its effect on deaf education. An eight-step action plan for teacher-training institutions for increasing minority teachers is presented. (Author/CR)

An instructional prereading using American Sign Language (ASL) was effective in improving the ability of 7 prelingually deaf children (ages 11 and 12) to understand and retell a story after reading it in print. A six-step procedure for using the ASL technique is explained. Other applications of the technique and its appropriateness for public school settings are noted. (DB)

Suggestions are offered for teaching young children with hearing impairments to read and write. The strategies emphasize the importance of making the sign-to-print relationship explicit, helping children understand that there is not always perfect sign-to-word correlation, increasing students' metalinguistic knowledge, and building comprehension. (Author/JDD)

A survey of 6,043 professionals in 349 deaf education programs showed that 10.4% are from nonwhite or minority ethnic/cultural backgrounds. Of these, 11.7% are deaf. Only eight minority deaf administrators were identified. More than half of the minority professionals worked in public schools. Geographic distribution and gender are also analyzed. (Author/JDD)

Three high-school students with deafness and additional disabilities used microcomputer software featuring graphics and cartoons to improve their creative writing. Though use of correct syntactic structures did not improve, output of written language did increase. Descriptions of the software used and case studies of the three students are included. (JDD)

This article proposes a different way for curriculum developers to visualize the curriculum-building process. The author suggests a method to assist faculty in incorporating the ideas that authorities in the field have set forth. (Author/CT)